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‪Khofidotur Rofiah
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khofidoturrofiah@unesa.ac.id
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jurnalpendidikaninklusi@unesa.ac.id
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Gedung O6 Jurusan Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan Universitas Negeri Surabaya Kampus Lidah Wetan Jl. Lidah Wetan, Kec. Lakar Santri - Surabaya
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INDONESIA
JPI (Jurnal Pendidikan Inklusi)
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 25809806     DOI : http://dx.doi.org/10.26740/inklusi.v2n1
Core Subject : Education,
Education
Jurnal Pendidikan Inklusi is a scientific publication that publishes scientific articles of research, study and development in the field of inclusive education.This scientific journal contains research articles related to the study of education, special need children, and inclusive education. The scope of the field of study is as follows: Best practice of inclusive education Education for children with visual impairment Education for children with hearing impairment Education for children with physical impairment Education for children with mental retardation Education for children with autism
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 7 No. 1 (2023)" : 5 Documents clear
PENGARUH PENERAPAN KLINIK PINTAR TERHADAP ANAK SLOW LEARNER DI MI BADRUSSALAM Rahmah, Azizatur; Farisia, Hernik; Rizki Amaliyah, Nadia; Amaliatus Sholikha, Risma; Engrasia Febryantika, Arlynda; Husnah, Barizatul; Maulandini, Tristi
JPI (Jurnal Pendidikan Inklusi) Vol. 7 No. 1 (2023)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v7n1.p15-20

Abstract

Children with slow learner characterized by a slow response in learning, completing assisgnmentlately, short-term memory, lower learning achievement, and low motivation. In academiccompetencies, children with slow learner category faced special needs in reading, writing, andother academic compulsory, etc. Therefore, a program as Klinik Pintar “Smart Program” wasimplemented at Badrussalam Islamic Primary School in Surabaya. This study aims to reveal theimplementation of klinik pintar in developing students’ academic capability with slow learner.This research used qualitative design with Miles and Huberman as the analyses technique. Theresults revealed that 2 children at Badrussalam Islamic primary school have been identified aschildren with special needs as slow learners. To accommodate their needs, the schoolimplemented smart clinic program that focused on developing students’ ability in reading andwriting. The activity conducted in this program implemented by considering students academicdifferentiation started from learning alphabet, words, and sentences. In improving writingcompetencies, students also learned how to use pencils, sitting position in learning, and doingexercise in writing to optimize students’ motoric skill.Keyword: Smart Clinic, Slow Learner, Academic Ability
KEMAMPUAN REGULASI EMOSI PADA GURU ANAK BERKEBUTUHAN KHUSUS DI SLB AL-CHUSNAINI SIDOARJO Pambayun, Sekar Putri
JPI (Jurnal Pendidikan Inklusi) Vol. 7 No. 1 (2023)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v7n1.p21-30

Abstract

Teachers who handle special need students good emotional regulation skills. This is intended so that teachers do not get dragged into negative emotions. This research was conducted to explore how special school teachers regulate their emotions in dealing with difficult situations and conditions every day. As well as analyzing the efforts made by SLB teachers to strengthen emotional regulation abilities using Thompson's theory. This research was conducted using a phenomenological approach with descriptive qualitative methods. The findings of this research show that in Thompson's theory of emotional regulation, both participants performed well in three aspects: monitoring, evaluating, and modifying emotions. The study's findings indicate that both participants already have a strong understanding of emotional control, thus they have no issue interacting with students with special needs.Keywords: Emotion regulation, SLB Teacher, special needs children
Hambatan Belajar Matematika Di Kelas Inklusi: Perspektif Siswa Tunarungu Dan Guru Afra Fadhila, Yoan; Izzatika, Anna Fi; Putranto, Sumbaji
JPI (Jurnal Pendidikan Inklusi) Vol. 7 No. 1 (2023)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v7n1.p49-58

Abstract

This study describe teachers and students with deafblindness perceive the difficulties of learningmathematics in the inclusive classroom. The purpose of this study was to find the problems facedby both of them when learning mathematics in the inclusive classroom. This study used adescriptive qualitative approach with data collection through observation, interviews, anddocumentation. Two deaf students and two maths teachers who teach in the inclusive class wereinvolved in this study. The results of the study, it can be concluded that in the learning process inthe inclusion class there are obstacles that come from internal factors, in the implementation oflearning, and social factors. The lack of encouragement and interest of deaf students to learnmathematics is the main obstacle for students and teachers. Meanwhile, some of the challengesfaced by students include the teacher's difficulty in choosing various learning approaches,processing materials for deaf students, each of whom has a different level of ability, the lack ofavailability of learning media and facilities provided by the school, and the lack of specialassistant teachers at school.Keywords: Learning Disabilities, Math, Inclusive Class, Deaf Student, Teacher
Implementasi dan Tantangan Pendidikan Vokasi Siswa Berkebutuhan Khusus Ardiani, Rahma; Yoenanto, Nono Hery
JPI (Jurnal Pendidikan Inklusi) Vol. 7 No. 1 (2023)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v7n1.p40-48

Abstract

The implementation of vocational classes is necessary so that student with special needs canprepare for the job competition. Trough vocational classes, student can improve their skill whichsupport a field of work. The success of vocational classes requires family social support, teachers,experts, schools, and external participants. The aim of this research is to describe theimplementation of vocational classes that have been applied to student who has special needs.The research method is narrative literature review. The results explain vocational class programwhich packaged into a career guidance, which contains pre-vocational, vocational, and postvocational. Types of vocational classes include culinary, salon, horticulture, sewing, nail artgradation, barbering, making ceramics, garden lighting, water mills, laundry, cleaning service,hydroponics, drawing, and colouring. Obstacles that arise are low student motivation, limitedschool funding, and inadequate tools. The solution can be proposed is career guidance invocatonal education. Family social support and financial capabilities are needed for the successof vocational education.Keywords: Students with Special Needs, Vocational Education
A Peran Guru dalam Mengembangkan Partispasi Anak Berkebutuhan Khusus Autis di Sekolah Inklusi Azzahra, Aulia; Adha, Annisa; Nur Aini, Kharisma Risa; Minsih, Minsih
JPI (Jurnal Pendidikan Inklusi) Vol. 7 No. 1 (2023)
Publisher : Jurusan Pendidikan Luar Biasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/inklusi.v7n1.p1-14

Abstract

Inclusive education is a new perception in the field of education in Indonesia in providing educational services for all students, including children with special needs. Several elementary schools already have educational equality for children with special needs to place them with regular children who are accompanied by special assistant teachers. The purpose of the study was to explain the role of teachers as an effort to develop the participation of children with special needs, especially autistic children in the learning process in regular classes. Qualitative methods were used with a case study design, which aims to understand social phenomena descriptively. Data collection was carried out by direct observation of learning and interviews with homeroom teachers and special assistant teachers for autistic children. The results of the study explained that every child with special needs in a regular class is supervised by a designated assistant teacher. In the context of inclusive schools, assistant teachers play a role in adjusting lessons in class according to the needs of inclusive children, as well as providing assessments based on the child's abilities. Other efforts made include holding competitions with children with special needs as participants, to increase their participation. Therefore, support from the government, educational institutions, and the wider community is needed to achieve the goals of inclusive education.Keywords: Autistic Children, Student Participation, Learning

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